近20年来我国教师身份认同研究的进展及趋势——基于“引文空间”可视化分析方法的实证研究

The Progress and Trends of Research on Teachers’ Identity in China over the Past Two Decades——An Empirical Study of Visual Analysis of Cite Space

本研究对我国教师身份认同研究领域的发展历程、研究机构及作者、研究热点及前沿进行分析,并提出了未来的研究展望。研究以中国知网2003—2020年间发表的1325篇中文文献为数据来源,使用"引文空间"分析软件CiteSpace 5.6.R4进行可视化分析。研究发现,我国教师身份认同研究已进入高速稳定发展阶段,但研究相对分散,研究机构间的和合作网络、核心作者群尚未形成;当下的热点研究内容为教师的专业身份认同及其影响因素研究;研究对象丰富多元,以乡村教师为主;主要研究方法为叙事研究;研究前沿为各级各类教师的身份认同危机,特别是乡村教师身份认同问题。未来我国教师身份认同研究的对象亟待细化聚焦、研究维度亟待向内探询、研究目的亟待走向实践。

This study analyzes the main research forces,research topics,development stages,and research frontiers in the field of teacher identity research in China.The 1325 Chinese literatures published on CNKI between 2003 and 2020 are used as research data,and Cite Space 5.3.R4 is employed for visual analysis.It is found that research of teacher identity in China has entered a high-speed and stable development phase.But that research is relatively scattered,and the core group of authors,academic leadership of research institutions,and academic cooperation have yet to be formed.The current research topic is the professional identity of teachers and its influencing factors.The main research method is narrative research;Rich and diverse research subjects focus on rural teachers.The research frontier is the identity crisis of teachers at all levels,especially that of rural teachers.There will be the urgent needs to refine and concentrate the research object of teachers’identity in China,to inquire inwardly into the dimensions of research,and to connect the purpose of research with practice.